Transdisciplinary approach for the development of exploratory research with adults and children
Resumo
This article describes an experience of a transdisciplinary approach for the exploratory study of a student reward system. Differentiated techniques were used to collect data, whether they were aimed at adults or students. To delve into the object of study, a mixed, quantitative and qualitative approach was carried out. Through the triangulation of the various data obtained and through both, statistical and supported by Text Mining and Natural Language Processing analysis techniques, was made visible the behavior of the students when using the tool focus of analysis.
Referências
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Caraballo, A. M. M., Peinado, C. P. H., & González, M. M. S. (2017). Gamificación en la educación, una aplicación práctica con la plataforma Kahoot. Anales de ASEPUMA, (25), 2.
Casemiro, Í., & Costa, B. (2023). Kahoot! no Ensino Superior: um Estudo sobre Aplicações, Limitações e Estratégias de Utilização. In Anais do XXXIV Simpósio Brasileiro de Informática na Educação, (pp. 584-593). Porto Alegre: SBC. Available at: DOI: 10.5753/sbie.2023.233851. Last accessed: 2024//08/15.
CIRET-UNESCO (1997). ¿Qué universidad para el mañana? Hacia una evolución transdisciplinaria de la universidad. Declaración y recomendaciones del Congreso Internacional sobre Transdisciplinariedad. Locamo (Suiza), Mayo 1997.
Despre's C., Brais N., Avellan S. (2004). Collaborative planning for retrofitting suburbs: transdisciplinarity and intersubjectivity in action, Futures 36. Available at: [link]. Last accessed: 2024//08/15.
Deterding, S. (2011). Situated motivational affordances of game elements: A conceptual model. Gamification: using game design elements in non-gaming contexts, a Workshop at CHI, 10 (1979742.1979575).
Gómez Trigueros, I. M., & Ruiz Bañuls, M. (2018). Interdisciplinariedad y TIC: nuevas metodologías docentes aplicadas a la enseñanza superior. Pixel-Bit, 52, 67-80
Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? A literature review of empirical studies on gamification. In 2014 47th Hawaii international conference on system sciences (pp. 3025 - 3034). IEEE.
Hermans, H. J. M., & Hermans-Konopka, A. (2010). Dialogical self theory: Positioning and counter-positioning in a globalizing society. Cambridge, UK: Cambridge University Press.
Kriedeman, D. M. (2016). Digital badges: Influence on perceived ease of use within technology acceptance model (Doctoral dissertation, Northcentral University).
Larrosa, M., Wives, L., & Rodés, V. (2023). Gamification strategies as formative assessment methods. A systematic review. In Anais do XXXIV Simpósio Brasileiro de Informática na Educação, (pp. 851-862). Porto Alegre: SBC. Available at: DOI: 10.5753/sbie.2023.235052. Last accessed: 2024//08/15.
Magadán Díaz, M., & Rivas García, J. I. (2022). Gamificación del aula en la enseñanza superior online: el uso de Kahoot. Campus virtuales: revista científica iberoamericana de tecnología educativa.
Martínez Miguélez, M. (2009). Toward an Epistemology of Complexity and Transdisciplinarity. Utopìa y Praxis Latinoamericana, 14(46), 11-31.
Navarro, G. M. (2017). Tecnologías y nuevas tendencias en educación: aprender jugando. El caso de Kahoot. Opción: Revista de Ciencias Humanas y Sociales, (83), 252-277.
Sailer, M., Hense, J. U., Mayr, S. K., & Mandl, H. (2017). How gamification motivates: an experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in Human Behavior, 69, 371–380.
Stanchef, Gasparini, Lopez, Gregoresky, Garrido (2016). Asesoría general de Gobierno del Pueblo de la Provincia del Chaco. Available at: [link]. Last accessed: 2024//08/15.
Venkatesh, V., & Bala, H. (2008). Technology Acceptance Model 3 and a research agenda on interventions. Decision Sciences, 39(2), 273-315.
Wang, A. I., & Tahir, R. (2020). The effect of using Kahoot! for learning–A literature review. Computers & Education, 149, 103818.
Zichermann, G., & Cunningham, C. (2011). Gamification by design: Implementing game mechanics in web and mobile apps. O'Reilly Media, Inc.
Caraballo, A. M. M., Peinado, C. P. H., & González, M. M. S. (2017). Gamificación en la educación, una aplicación práctica con la plataforma Kahoot. Anales de ASEPUMA, (25), 2.
Casemiro, Í., & Costa, B. (2023). Kahoot! no Ensino Superior: um Estudo sobre Aplicações, Limitações e Estratégias de Utilização. In Anais do XXXIV Simpósio Brasileiro de Informática na Educação, (pp. 584-593). Porto Alegre: SBC. Available at: DOI: 10.5753/sbie.2023.233851. Last accessed: 2024//08/15.
CIRET-UNESCO (1997). ¿Qué universidad para el mañana? Hacia una evolución transdisciplinaria de la universidad. Declaración y recomendaciones del Congreso Internacional sobre Transdisciplinariedad. Locamo (Suiza), Mayo 1997.
Despre's C., Brais N., Avellan S. (2004). Collaborative planning for retrofitting suburbs: transdisciplinarity and intersubjectivity in action, Futures 36. Available at: [link]. Last accessed: 2024//08/15.
Deterding, S. (2011). Situated motivational affordances of game elements: A conceptual model. Gamification: using game design elements in non-gaming contexts, a Workshop at CHI, 10 (1979742.1979575).
Gómez Trigueros, I. M., & Ruiz Bañuls, M. (2018). Interdisciplinariedad y TIC: nuevas metodologías docentes aplicadas a la enseñanza superior. Pixel-Bit, 52, 67-80
Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? A literature review of empirical studies on gamification. In 2014 47th Hawaii international conference on system sciences (pp. 3025 - 3034). IEEE.
Hermans, H. J. M., & Hermans-Konopka, A. (2010). Dialogical self theory: Positioning and counter-positioning in a globalizing society. Cambridge, UK: Cambridge University Press.
Kriedeman, D. M. (2016). Digital badges: Influence on perceived ease of use within technology acceptance model (Doctoral dissertation, Northcentral University).
Larrosa, M., Wives, L., & Rodés, V. (2023). Gamification strategies as formative assessment methods. A systematic review. In Anais do XXXIV Simpósio Brasileiro de Informática na Educação, (pp. 851-862). Porto Alegre: SBC. Available at: DOI: 10.5753/sbie.2023.235052. Last accessed: 2024//08/15.
Magadán Díaz, M., & Rivas García, J. I. (2022). Gamificación del aula en la enseñanza superior online: el uso de Kahoot. Campus virtuales: revista científica iberoamericana de tecnología educativa.
Martínez Miguélez, M. (2009). Toward an Epistemology of Complexity and Transdisciplinarity. Utopìa y Praxis Latinoamericana, 14(46), 11-31.
Navarro, G. M. (2017). Tecnologías y nuevas tendencias en educación: aprender jugando. El caso de Kahoot. Opción: Revista de Ciencias Humanas y Sociales, (83), 252-277.
Sailer, M., Hense, J. U., Mayr, S. K., & Mandl, H. (2017). How gamification motivates: an experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in Human Behavior, 69, 371–380.
Stanchef, Gasparini, Lopez, Gregoresky, Garrido (2016). Asesoría general de Gobierno del Pueblo de la Provincia del Chaco. Available at: [link]. Last accessed: 2024//08/15.
Venkatesh, V., & Bala, H. (2008). Technology Acceptance Model 3 and a research agenda on interventions. Decision Sciences, 39(2), 273-315.
Wang, A. I., & Tahir, R. (2020). The effect of using Kahoot! for learning–A literature review. Computers & Education, 149, 103818.
Zichermann, G., & Cunningham, C. (2011). Gamification by design: Implementing game mechanics in web and mobile apps. O'Reilly Media, Inc.
Publicado
04/11/2024
Como Citar
LARROSA, Manuel; WIVES, Leandro; RODÉS, Virginia; CORBACHO, Ana; MININI, Lucía; ORTEGÓN, Oscar; SALENAVE, Brenda.
Transdisciplinary approach for the development of exploratory research with adults and children. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 35. , 2024, Rio de Janeiro/RJ.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2024
.
p. 238-251.
DOI: https://doi.org/10.5753/sbie.2024.242380.
